A. Engage the Learner – RL.6.6 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 8 or Entrance Ticket: Unit 1, Lesson 8 ▲.

• See Entrance Ticket: Unit 1, Lesson 8 (for teacher reference).

• Invite students to share their entrance ticket with an elbow partner. Based on responses, update the Point of View anchor chart. Refer to the Point of View anchor chart (example for teacher reference).

• Ensure students recognize that as the story goes on and readers learn more about Mr. Brunner, Percy’s point of view of Mr. Brunner changes. At the beginning of the story, Percy thought Mr. Brunner was a cool, interesting teacher. Then he was disappointed with Mr. Brunner because of the way he interpreted Mr. Brunner’s words. Now he knows Mr. Brunner was actually trying to help him and keep him safe at the school, so he has a positive opinion of him again.

• Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons.

A. Read The Lightning Thief, Chapter 6 Excerpt - RL.6.3 (15 minutes)

• Repeated routine: Read aloud the selected excerpt, using Text Guide: The Lightning Thief (for teacher reference) for comprehension and vocabulary questions as needed. Students continue to record the gist on sticky notes, unpack and record unfamiliar vocabulary, and reflect on their reading as they choose. Refer to the following resources as appropriate to support this section of the lesson: Gist Record: The Lightning Thief anchor chart (example for teacher reference), vocabulary logs, chapter synopsis, and Work to Become Ethical People anchor chart.

• Excerpt: Starting at page 85 "When we were a few feet away, Annabeth said, 'Jackson, you have to do better than that . . . '" and ending at page 92 "'. . . I'm thinking,' she said, 'that I want you on my team for capture the flag.'"

• Gist: Percy is assigned to Cabin 11, which is for Hermes and the undetermined demigods.

• Ask:

"What challenges does Percy face in chapter 6?" (his identity as half-god; an encounter with Clarisse in the bathroom)

"What is his response to those challenges?" (Percy responds with disbelief when Annabeth explains that he is the son of a god. Percy is attacked by Clarisse yet somehow manages to get the best of her, much to his surprise.)

"What might that reveal about this character?" (Percy is skeptical and curious while also confused by what's happening at this point in the text.)

"In what ways did the characters demonstrate or not demonstrate a habit of character in this chapter?" (Possible response: Clarisse did not demonstrate respect when she called Percy mean names and tried to beat him up.)

B. Complete Text-Dependent Questions: The Lightning Thief, Chapter 6 – RL.6.6 (15 minutes)

• Distribute and display Text-Dependent Questions: The Lightning Thief, Chapter 6 or Text-Dependent Questions: The Lightning Thief , Chapter 6 ▲. Remind students to refer to their affix lists as needed.

• Students work with their reading groups to respond to the text-dependent questions. They should be prepared to share their responses during the closing review. As students work, continue to circulate and support students as needed, pushing them back into the text for evidence to support their responses.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

MEETING STUDENTS' NEEDS

After Work Time B, encourage ELLs to add new words from the text-dependent questions (e.g., sprawled, pulverize) to their vocabulary logs.

For Work Time B, strategically determine reading groups so that groups include both more and less proficient ELLs. This will help less proficient ELLs maintain a reasonable pace as they complete the text-dependent questions.

A. Review Text-Dependent Questions: The Lightning Thief, Chapter 6 - RL.6.6 (10 minutes)

• Refocus the whole group.

• Briefly review each text-dependent question, and cold call students to share their responses with the whole group. Focus particularly on questions 3 and 6, as these questions might need further teaching or explanation, depending on student responses. Refer to the Text-Dependent Questions: The Lightning Thief, Chapter 6 (example for teacher reference) as necessary, and update the Point of View anchor chart. Refer to the Point of View anchor chart (example for teacher reference).

• Ensure students recognize that as the story goes on and readers learn more about Mr. Brunner, Percy's point of view of Mr. Brunner changes. At the beginning of the story, Percy thought Mr. Brunner was a cool, interesting teacher. Now he knows Mr. Brunner is actually Chiron, who was a famous figure in Greek mythology.

• If productive, use Goal 1 Conversation Cues encourage students to expand their responses to the text-dependent questions by giving examples.

"Can you say more about that?"

"Can you give an example?"

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

MEETING STUDENTS' NEEDS

When completing the simile homework, students may be confused by the multiple meanings of the words like and as, and this may cause them to misidentify similes. If time allows, develop a short mini lesson or handout that reminds students of these multiple meanings and offers additional tips about what to look for when locating similes.